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PERSPECTIVES OF VOCATIONAL HIGH SCHOOL ENGLISH

TEACHERS REGARDING KURIKULUM MERDEKA

Idah Purwanti 1*, Happy Kusuma Wardani 1

1
Pendidikan Bahasa Inggris, Universitas Qomaruddin Gresik
email: idhapurwanti09@gmail.com

Abstract: This article explores the perspectives of English teachers in a vocational high
school regarding the implementation of Kurikulum Merdeka. This study investigates
various aspects of Kurikulum Merdeka through questionnaires and interviews, including
its basic concept, teaching modules, learning processes, and assessment methods. The
findings reveal that teachers perceived Kurikulum Merdeka positively. They considered it
an improvement over the previous curriculum. Moreover, teachers appreciated the
flexibility of Kurikulum Merdeka, although they also emphasized the importance of
adequate training and collaboration among teachers for successful implementation.
Regarding the learning process, teachers recognized the potential of Kurikulum Merdeka
to foster student creativity and social responsibility, mainly through integrating the
Pancasila Student Profile Enhancement Project (P5). In terms of assessment, teachers
emphasized the importance of diagnostic, formative, and summative assessments in
providing continuous feedback. This study provides valuable insights into English teachers'
perceptions of Kurikulum Merdeka regarding educational practice in Indonesia's vocational
high schools.

Keywords: English teachers’ perspectives; Kurikulum Merdeka; vocational high school.

INTRODUCTION The curriculum that has been the

One of the fundamental elements
in education is the curriculum, which
educational institutions commonly use as
the foundation for conducting the
teaching and learning process. Indonesia
has experienced some changes and
improvements in the curriculum
(Sumarsih et al., 2022; Yunita & Widodo,
2023). These changes occurred as a
response to the evolving trends in society
and the progress in knowledge.
Therefore, it is expected that the
curriculum is designed to prepare
students to become skilled individuals
who can contribute effectively as human
resources (Yamin et al., 2021).
Lisensi Creative Commons Attribution-ShareAlike 4.0 Internasional
subject of recent heated discussions in
Indonesia is Kurikulum Merdeka. It
substituted K-13 (Kurikulum 2013) as the
previously implemented curriculum. The
replacement was preceded by the
outbreak of COVID-19, which has
brought a new challenge for teachers to
ensure the ongoing progress of the
teaching and learning process through
new methods and strategies (Barlian &
Iriantara, 2021; Wardani & Zakiyah,
2021). Moreover, this global pandemic
has given developing countries such as
Indonesia a chance to improve their
education systems despite the trials that
may arise (Jamaluddin et al., 2023).
Therefore, curriculum improvement is a

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Vol. 11, No.1, Apr 2024, hlm. 80 – 90
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necessity that must be undertaken to
support the quality requirements of
education. Notably, replacing K–13 with
the current curriculum addressed the
learning gaps and loss issues that
emerged during the global pandemic of
COVID-19 (Ferdaus & Novita, 2023).
Kurikulum Merdeka was
introduced by the Ministry of Education
and Culture in early 2022 (Asrifan et al.,
2023). It is implemented according to the
unique conditions of each school (Angga
& Iskandar, 2022). The framework of this
curriculum represents a shift toward a
more adaptable educational approach. It
promotes the idea of diverse learning and
independent thinking in education by
giving freedom for both teachers and
students to select the best methods for the
teaching and learning process as well as
take responsibility for their learning in a
positive environment (Afida et al., 2021;
Sukmawati, 2023). Therefore, it is
expected that in Kurikulum Merdeka,
teachers should focus more on essential
subjects and help students build character
and skills. This lets students explore
concepts more deeply and strengthen
their learning tools, making the learning
process match their desires and needs.
The transition from the K-13 to
Kurikulum Merdeka has brought about
numerous alterations at the planning,
implementation, and evaluation stages.
One notable change is the introduction of
new concepts like Alur Tujuan
Pembelajaran (ATP), Modul Ajar (MA),
Capaian Pembelajaran (CP), Kriteria
Ketercapaian Tujuan Pembelajaran
(KKTP), Proyek Penguatan Profil
Pelajar Pancasila (P5), diagnostic
assessments, and student and teacher
reflections (Hardanie et al., 2022). These
changes are intended to enhance the
competencies of both students and
teachers.
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Given the differences from the
previous curriculum, teachers may need
help adapting to the new curriculum,
mainly due to introducing new terms in
the current curriculum. Some teachers,
particularly English teachers, struggled to
adapt to this transition. Thus, through this
study, the researchers aim to investigate
teachers' points of view on implementing
Kurikulum Merdeka.
Several previous studies explored
teachers' perceptions of Kurikulum
Merdeka. Lestari et al. (2024) confirmed
that despite the diverse perceptions
among English teachers at SMP 6
Semarang regarding various aspects of
Kurikulum Merdeka, there is a consensus
that it has had a significant impact on the
English teaching-learning process,
particularly in improving students'
learning outcomes. In another study,
Samsudduha (2023) found out that the
SMAN 1 Tanjung Jabung teachers
expressed discomfort with the
introduction of Kurikulum Merdeka.
Teachers also encountered challenges in
adapting to new assessment formats.
This research examines English
teachers' perceptions of implementing
Kurikulum Merdeka, explicitly focusing
on SMK Assa'adah Bungah. The novelty
of this research lies in its concentration on
English teachers within the vocational
high school setting. Thus, this research
aims to explore the perspectives of
Vocational High School English
Teachers on the employment of
Kurikulum Merdeka at SMK Assa'adah
Bungah Gresik.
METHOD
This study utilized a descriptive
qualitative approach to determine the
perspectives of vocational high school
Jurnal Pena Edukasi ISSN 2407-0769 (cetak)
Vol. 11, No.1, Apr 2024, hlm. 80 – 90 ISSN 2549-4694 (online)
Available online at http://jurnal.goretanpena.com/index.php/JPE

English teachers on Kurikulum Merdeka. RESULT AND DISCUSSION

This approach utilizes natural settings to
interpret phenomena related to attitudes, Based on the results obtained
motivation, and perspectives (Hermawan, from the questionnaire and interviews,
2019; Solong, 2020; Subandi, 2011). The the researchers presented information
perspective of teachers encompasses the below.
viewpoint of teachers, which is
influenced by factors like their Teachers’ Perspectives on The Basic
educational background and experience Principles of Kurikulum Merdeka
in facilitating the teaching and learning The table below covers the
process (Maili & Sondari, 2020). teachers’ perspectives on the basic
The subjects of this study were principles of Kurikulum Merdeka and its
four English teachers of SMK Assa'adah distinctive feature, namely Proyek
Bungah Gresik, who were kindly Penguatan Profil Pelajar Pancasila (P5).
requested to complete the questionnaire
and participate in the interview section by Table 2. Basic Principles of Kurikulum
providing their responses. The Merdeka (KM)
questionnaire utilized the Likert scale Statement Response Total
with four options: SD (strongly disagree), KM surpasses the SD -
D (disagree), A (agree), and SA (strongly previous curriculum D -
agree). Moreover, the questionnaire A 2
comprised 20 questions organized into SA 2
four distinct sections, as seen in Table 1. KM aligns with the SD -
objectives of the D -
national education A 1
Table 1. Specification of Questionnaire
SA 3
Section Number Description P5 can shape SD -
1 1–5 Basic principle students’ characters D -
A 2
2 6 - 10 Teaching module SA 2
3 11 - 15 Learning process P5 encourages SD -
students to be more D -
4 16 - 20 Assessment audacious in their A 3
actions SA 1
Additionally, the data gathered P5 makes students SD -
through the interview section aims to more active and D -
responsive A 2
enrich the information collected from the
SA 2
questionnaire. The results from the
questionnaire and interviews were then
analyzed and interpreted qualitatively. Table 2 summarizes English
The Miles and Huberman model was teachers' views on the Kurikulum
utilized to analyze the data, which Merdeka. Among 4 respondents, they all
involves data reduction, display, and noted that it surpassed the previous
concluding (Jayusman & Savab, 2020; curriculum. Additionally, they agreed
Rijali, 2019). that Kurikulum Merdeka aligned better
with national education objectives, had
the potential to shape student character

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Vol. 11, No.1, Apr 2024, hlm. 80 – 90 ISSN 2549-4694 (online)
Available online at http://jurnal.goretanpena.com/index.php/JPE

through P5, and could foster an active fosters students’ creativity and
learning atmosphere. Furthermore, they motivation. In addition, teachers felt
all also believed that P5 was able to adequately trained to implement it,
encourage students and enhance their particularly in teaching English. They
awareness by emphasizing their active also felt that they had been adequately
role in its implementation. This result is equipped with new approaches and
in line with Fatma & Ratmanida (2023) effective strategies.
who state that the English teachers of
Junior High Schools in Koto Tangah, Teachers’ Perspectives on The
Padang come to an agreement that Teaching Module of Kurikulum
integrating P5 in the differentiated Merdeka
learning of Kurikulum Merdeka can bring The table presented below
positive outcomes for the students. highlights the teachers’ perspectives on
During interviews, teachers the teaching module of Kurikulum
expressed optimism about transitioning to Merdeka which is known as Modul Ajar
Kurikulum Merdeka, especially for (MA).
vocational students. They saw it as
aligning vocational learning with Table 3. Teaching Module of
workforce needs by fostering applicable Kurikulum Merdeka (KM)
skills. They also believed that the Statement Response Total
curriculum changes aim to ensure MA supports SD -
education remains adaptable and teachers in the D -
produces competent, innovative learning process A 3
graduates, adept in Pancasila's values and SA 1
global competition. MA increases SD -
One of the teachers stated her administrative D 3
burden on teachers. A 1
opinion that Kurikulum Merdeka offers
SA -
an opportunity to improve the relevance
Components of MA SD -
of learning in vocational high schools
are clear, D -
(SMK) to meet the demands of the comprehensible and A 3
workforce. She noted that this change feasible SA 1
allows vocational students, particularly Components are SD -
students at SMK Assa’adah Bungah to thorough and D 1
enhance their contextual and applicable detailed. A 3
skills. Her opinion implied that the SA -
implementation of Kurikulum Merdeka is MA emphasize six SD -
aligning education more closely with dimensions of P5
real-world needs that could significantly (Devotion to the D 1
contribute to the development of student's Almighty One;
skills in vocational high schools. Global diversity; A 2
Moreover, teachers perceived Collaboration;
Kurikulum Merdeka as offering Independence;
Critical thinking; SA 1
flexibility that empowers them to
and Creativity.
enhance learning and instill values.
Designed to elevate education quality, it
Table 3 above highlights the
adopted a student-centered approach that
perspectives of English teachers

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regarding the Modul Ajar (teaching
modules) in "Kurikulum Merdeka"
Among respondents, 25% strongly
agreed, and 75% agreed that these
modules greatly aid English learning.
However, 25% agreed, and 75%
disagreed that they add to teachers'
administrative burden. Similarly, 25%
strongly agreed, and 75% agreed that
these modules are easy to create and
implement. Regarding their comprehen-
siveness, 75% agreed, while 25%
disagreed, that the modules' components
are detailed. Additionally, opinions
varied on whether the modules should
focus on the six dimensions of the P5
project.
The results above showed that
most teachers positively viewed Modul
Ajar (the teaching module) in Kurikulum
Merdeka. They do not consider the
obligation to create the teaching module a
burden. They perceive the teaching
modules as an aid in conducting the
teaching-learning process due to their
detailed components and ease of creation
and implementation. Anggaira (2023)
supports this perspective by stating that
the teaching module aims to reduce
teachers' administrative burdens in
providing teaching materials and enable
them to support and empower their
students to develop their potential.
During interviews, teachers
outlined the process of preparing teaching
modules by emphasizing identifying
learning objectives as the most superficial
aspect and designing comprehensive
learning activities as the most
challenging. Despite some challenges,
teachers perceive the teaching module's
effectiveness at SMK Assa'adah Bungah
as relatively high, although its novelty
poses implementation difficulties. They
noted that additional time and resources
are required for module development,
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stressing teacher collaboration for diverse
and influential module creation. While
teaching modules and resources are vital,
collaboration and continuous evaluation
are essential for optimal learning
outcomes. Moreover, one of the teachers
admitted that she typically engages a
team of teachers to ensure the teaching
modules and resources are diverse and
beneficial. It emphasizes the importance
of collaboration among teachers to ensure
the effectiveness and utility of teaching
modules and resources.
Teachers' Perspectives on The
Learning Process of Kurikulum
Merdeka
The table below outlines the
teachers' perspectives on Kurikulum
Merdeka's learning process. Table
4 above outlines the learning process in
Kurikulum Merdeka. Regarding
Statement 11, opinions varied, with 25%
strongly agreeing, 50% agreeing, and
25% disagreeing with Kurikulum
Merdeka's learning process. Statement 12
saw an equal split, with 50% strongly
agreeing and 50% agreeing that it makes
students more active. Similarly, in
Statement 13, 50% strongly agreed, and
50% agreed that learning in Kurikulum
Merdeka can occur inside or outside the
classroom. Statement 14 revealed another
equal split, with 50% agreeing and 50%
agreeing that teachers and students can
achieve maximum results. Finally, in
Statement 15, 50% strongly agreed, and
50% agreed that students can excel
entirely due to unlimited learning
resources. It strengthens the statement
from Zamista & Deswita (2023) that
Kurikulum Merdeka offers students
opportunities to engage in learning
according to their characteristics;
thereby, this occasion will enhance the
possibility of students achieving the
Jurnal Pena Edukasi ISSN 2407-0769 (cetak)
Vol. 11, No.1, Apr 2024, hlm. 80 – 90 ISSN 2549-4694 (online)
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learning objectives effectively. and preferences to ensure they reach their

full potential.
Table 4. Learning Process of One of the teachers also expressed
Kurikulum Merdeka (KM) her support for Differentiated Learning
Statement Response Total because of its positive impact in tailoring
Learning starts SD - instruction to accommodate students'
with inquiries D 1 diverse needs and learning preferences.
students' A 2 She stated that differentiated learning
comprehension of SA 1 enables each student to achieve their
prior material maximum potential. The statement
Learning is SD - underscores the importance of
emphasized on D - differentiated learning approaches in
students, with A 2 maximizing student potential and
teachers only as SA 2 fostering inclusive education
facilitators environments.
Learning extends SD -
beyond the D - Teachers’ Perspectives on the
confines of the A 2 Assessment of Kurikulum Merdeka
classroom SA 2 Table 5, presented below, covers
Teachers and SD - the teachers' perspectives on the
students cultivate assessment of Kurikulum Merdeka. Table
a conducive 5 above outlines teachers ' perspectives
learning D - on the assessment within the Kurikulum
environment Merdeka. In Statement 16, opinions
through diverse varied, with 25% strongly agreeing, 50%
techniques like A 2 agreeing, and 25% disagreeing using
group discussions, various assessments. Statement 17
problem-solving, showed an equal split, with 50% strongly
and peer teaching SA 2 agreeing and 50% agreeing that
Kurikulum Merdeka incorporates
Students have the SD -
diagnostic, formative, and summative
liberty to select D -
assessments. Similarly, in Statement 18,
reference sources A 2
there was a 50-50 split, with half strongly
according to their
agreeing and the other half agreeing that
preferences SA 2
individual schools should determine
graduation standards. Lastly, Statement
During interviews, teachers were 20 revealed another equal split, with 50%
asked about the impact of the Kurikulum strongly agreeing and 50% agreeing that
Merdeka's learning process on fostering student skills are considered in the
students' creativity. They believed that graduation standards of Kurikulum
integrating P5 into learning enhanced Merdeka.
students' understanding of Pancasila During interviews, teachers
values, stimulating creativity and social highlighted the frequent use of
responsibility. Furthermore, teachers diagnostic, formative, and summative
perceive differentiated learning positi- assessments within the Kurikulum
vely, as it allows for personalized Merdeka. This statement is in line
learning created to meet students' needs

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with Lestari et al. (2024), who argued that In addition, the teachers
the diverse range of assessments within mentioned that the assessment could be
the Kurikulum Merdeka aids in adapted to align with the intended
formulating a learning framework that learning objectives. Additionally, they
corresponds to the diverse competencies emphasized that assessments not only
and circumstances of the students. assign grades but also offer valuable
Moreover, another teacher emphasized insights for students to enhance their
the importance of formative assessment understanding and performance.
in providing continuous feedback to Furthermore, they noted that formative
students and refining the learning assessment is frequently employed to
process. offer continuous feedback to students and
enhance the learning process. In
Table 5. Assessment of Kurikulum conclusion, the English teachers
Merdeka (KM) highlighted the importance of
Statement Response Total assessments in guiding student learning
Teachers have SD - and improvement.
the flexibility to D 1 From the findings of the
use diverse A 2 questionnaire and interviews with
assessment SA 1 English teachers at SMK Ass'adah,
Diagnostic, SD - several key points emerge. Firstly, there
formative, and D - is agreement among teachers that the
summative A 2 concept of "Kurikulum Merdeka"
assessments are SA 2 surpasses its predecessor, aligning better
fit to assess with national educational goals and
students in standards. Additionally, some teachers
English subject acknowledge that P5 within the
Teachers have to SD - "Kurikulum Merdeka" fosters student
complete a D - engagement. This finding was in line with
teacher A 2 the prior research from Alfina & Hasanah
reflection form SA 2 (2024), who stated that integrating P5
at the end of into the learning process provides
lesson to assess students of SMKN 2 Buduran with the
the conducted opportunity to develop their talents and
learning process interests more broadly and openly by the
Graduation SD - principle of individual differences.
standards should D - Secondly, regarding teaching
be determined A 2 modules in the Kurikulum Merdeka, some
by each SA 2 teachers express concerns about
individual increased administrative burdens. In
school contrast, others advocate for alignment
Graduation SD - with the six dimensions of the Pancasila
standards should D - profile, albeit with adaptability to specific
not be decided A 2 subjects. Most teachers assume that the
only with written most superficial aspect of creating a
SA 2
exams teaching module is identifying the
learning objectives, while the most

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challenging aspect is designing learning
activities that comprehensively address
all facets of the curriculum and cater to
the diverse needs of students. These
results differ from (Aulia, 2021), who
found that the teachers have chosen the 3
components a lot, which are indicators of
Competence Achievement, Learning
Activities, and Assessment.
Thirdly, most teachers concur that
learning under the "Kurikulum Merdeka"
can extend beyond classroom confines.
However, there needs to be more
disagreement regarding whether learning
should commence without assessing
students' understanding of previous
material, emphasizing the importance of
diagnostic assessment. Kurikulum Mer-
deka focuses on essential content and the
development of student competencies at
each phase, allowing students to learn
more deeply, meaningfully, and
enjoyablely. Thus, learning becomes
much more relevant and interactive
through project-based activities,
providing students with broader
opportunities to explore current issues,
such as environmental and health issues,
actively (Handayani et al., 2022)
Moreover, Kurikulum Merdeka cultivates
a supportive learning atmosphere by
incorporating enjoyable learning and
offering options to allow students to have
the freedom to develop their diverse
intelligence and talents (Azzahra &
Muhajir, 2023).
Lastly, concerning assessment in
the Kurikulum Merdeka, teachers favor a
balanced approach encompassing
diagnostic, formative, and summative
assessments, with the recognition that
graduation standards should not rely
solely on written exams but also
incorporate students' skills. The prior
study conducted by Wardani & Zakiyah
(2021) also highlighted the teachers'
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agreement on the necessity of diverse
assessment methods beyond written
exams to evaluate competencies and
skills.
Generally, the vocational English
teachers at SMK Assa'adah hold a
positive perspective toward imple-
menting Kurikulum Merdeka and the
transformative potential of the current
curriculum in shaping the educational
landscape. This curriculum fosters a
positive and inclusive learning
environment by prioritizing joyful
learning methods and allowing students
to choose them based on their diverse
intelligence and talents. This approach
alleviates the burden on students and
empowers them to explore and develop
their unique talents and intelligence.
Integrating such principles into education
underscores a shift towards student-
centered approaches prioritizing
individual growth and diversity. As
teachers continue to embrace and
implement Kurikulum Merdeka, it is
anticipated that its positive impact on
student engagement and achievement will
further solidify its place as a cornerstone
of modern education in Indonesia.
CONCLUSION
In conclusion, the insights
gleaned from the investigation of the
Kurikulum Merdeka at SMK Assa'adah
offer valuable perspectives on its
implementation and effectiveness. While
teachers generally endorse its conceptual
framework as an improvement over
previous curricula, they also highlight
challenges, such as administrative
burdens associated with teaching
modules and the need for thoughtful
adaptation to the Pancasila Student
Profile Enhancement Project. Addi-
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tionally, there is consensus on the
flexibility and student-centered nature of
learning under the Kurikulum Merdeka,
though debates persist regarding
initiating lessons without prior
assessment. Moreover, the approach to
assessment garners support for its
comprehensive nature, emphasizing the
inclusion of diagnostic, formative, and
summative evaluations to gauge student
progress accurately. While the Kurikulum
Merdeka demonstrates promise in
enhancing education quality and fostering
student engagement, ongoing refinement
and adaptation are crucial to addressing
challenges and maximizing its potential
for facilitating meaningful learning
experiences.
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